Coaching Forward

The old year is drawing to a close, and we are looking with hope towards 2018.  That probably involves some reflection on the year gone by, considering its favorites and also its faults and flaws.  A debrief conversation when coaching is a lot like this end-of-the-year reflection.  A teacher may be more comfortable looking back on a lesson if she is using the reflection to look forward – to consider teaching moves she might make in the future – rather than focusing too much on the lesson that has already occurred.  I call this coaching forward.

When we coach forward, we use post-conferences to connect reflection with future practice. The lesson has passed, and it is useful only as the pillar that holds the bridge to future lessons.  The phrase, “As we think about the next lesson….” becomes a pivot point from past to future for both the high points and the low when coaching forward.  “As we think about the next lesson, what do you want to be sure to hang on to from this lesson?”  “As we think about the next lesson, what might you want to change?” 

I took this approach recently when working with Amy after she’d taught a first-grade lesson on adjectives.  Amy felt the lesson was successful and had evidence from student work to support her assertion.  When we talked about what went well, it was with an eye toward future lessons.  She noted that students were engaged as they generated lists together, using their five senses to stimulate and categorize their thinking.  When I prompted Amy about what she might want to hang on to from this lesson, she was able to articulate the success in terms of building on previous learning and taking a constructivist approach.  Coaching forward helped Amy crystalize her learning.  The approach that worked so well after this successful lesson can also be helpful following a less-successful one.

When coaching talk is backward-focused, there may be an uncomfortable emphasis on what could have gone better in a lesson.  Taking a future-focus increases comfort and makes a post-observation conference more productive.  For Amy, coaching forward led to the construction of action plans.  Objective observations from the lesson are important insofar as they support conversations that are directed toward future practice.   

As you coach your way into the new year, resolve to create space for teachers to generate ideas that lean to the future, mentally rehearsing how the next lesson builds from the last.  Coaching forward takes a “back to the future” approach, framing reflective conversations that support future teaching.

This week, you might want to take a look at:

A podcast with Jim Burke, author of English Teacher’sCompanion, as he takes a back-to-the-future view of his career:

http://talkswithteachers.com/89-jim-burke-english-companion/

The role of stories in teaching and change:

https://www.teachingchannel.org/blog/2017/04/28/5-ways-teach-leaders-use-story/?utm_source=newsletter20171209

A video for students that describes a concrete approach to short constructed responses (the R-A-C-E strategy):

https://www.youtube.com/watch?v=3rXZr7n5qtE

Summarizing in science:

https://www.amnh.org/explore/curriculum-collections/integrating-literacy-strategies-into-science-instruction/summarizing-in-science

Dealing with distraction:

https://www.choiceliteracy.com/articles-detail-view.php?id=549

That’s it for this week.  Happy New Year!

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Coaching with Curiosity

“The important thing is not to stop questioning.”    –Albert Einstein

Asking questions is a powerful coaching tool for gathering information, engaging others in discussion, clarifying perspectives, and facilitating self-discovery.  By asking questions, coaches encourage the teachers they are working with to flesh out their own objectives and search for answers.

An important attribute of powerful questions is curiosity.  When coaches ask with genuine curiosity, we communicate respect and show faith in the teacher because we demonstrate that we value what she has to say.  It can be hard to pull away from our own knowledge and experience enough to ask an authentic question.  We have to mentally set aside the answer we would give enough to care about the teacher’s response.  We don’t just care because it tells us what the teacher knows or doesn’t know.  We care because we recognize that the teacher knows her students and her objectives better than we possibly could, and because of this, she will offer insights that we might not have considered. 

So, we offer up questions and wait patiently for authentic answers.  This takes faith on the part of the teacher, too.  Faith that we are not just fishing for the answer we want to hear, and faith that she does have something to offer to the conversation.  It also takes silence, leaving room for the teacher to say her part.  Silence allows time for the teacher to process both our question and her answer. It means not rushing in to fill the quiet with speech of our own, and not leading the teacher to the answer we want to hear.  You’ve seen teachers do this with students.  Check yourself to make sure you are not falling into this bated trap.

Listening is critical.  Often the next question is provided by the teacher’s answer, if one listens closely.  We will probably find a follow-up question If we listen carefully to a teacher’s responses when we ask:

·         What does that look like to you…..(after a teacher says she wants students to be able to show their thinking, for example)

·         Has there been a time when….(a student has clearly described their problem-solving process?).

·         What about “X” is important to you? (when reviewing the exit tickets from a lesson, for example).

Asking with genuine curiosity encourages a teacher to offer sincere responses and communicates that the teacher’s words matter.  We demonstrate that their words count.  Asking with curiosity raises the quality of the conversation and the learning that takes place during a coaching conversation.

This week, you might want to take a look at:

Aim high!  If your students will be setting New Year’s goals, you might want to inspire them with this:

http://abcnews.go.com/US/chicago-boy-sharing-gift-books-reading-100-day/story?id=51786243

Resources for fighting fake news:

http://blogs.edweek.org/teachers/teaching_now/2017/11/i_teach_students_how_to.html

3 Strategies to make note-taking interactive:

https://www.edutopia.org/article/3-fun-strategies-note-taking

Ideas for talking about math (share with parents or use yourself!).  Ages 1-9 or so; age filters on the right. Lots to explore here!

https://talkingmathwithkids.com/

Start a lesson or reclaim students’ attention with the Stand Up Game:

https://www.teachingchannel.org/videos/stand-up-game

That’s it for this week.  Happy Holidays!

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Using Third Points

It’s dangerous to label people. We don’t like labels that convey fixed-abilities or disabilities; we opt for more open-ended language.  But being able to label what we do as coaches can help us be more thoughtful and intentional about those moves.  This week, I learned about third points, a tool I have been using without knowing the label.  Now that I’ve got a way of talking about this approach, I know I’ll be using third points more effectively.  And by the end of this post, I hope your awareness will increase your effectiveness, too.

People usually value two-point communication – the two points being the two people communicating, looking directly at each other.  In professional situations, two-point communication is usually a way to build personal relationships and trust.  But in difficult conversations, two-point communication can do just the opposite.  And that is where third points come in.

A third point is something (anything!) that shifts attention away from eye-to-eye contact.  It could be something on a paper or screen – a list, a graph, a class data set, a video, a list of goals the teacher has set, an article.  Whatever it is, it gives you and the teacher something to look at rather than each other when difficult information is being discussed.  Shifting away from eye-contact deflects feelings of “attack” and allows the teacher to save face, quite literally because her face isn’t being stared at.  The third point can be something that is in front of both of you so that you can explore it together.

It’s even better if the third point communicates the difficult information for you.  As the information is being absorbed, keep looking at the third point, even if the teacher looks up.  Wait until she regains her balance before looking up again.  This minimizes potential feelings of embarrassment or humiliation; the teacher still feels respected.  Since you’re not making eye contact, she feels less need to defend or hide feelings of being upset.  Our goals is to help the teacher feel as comfortable as possible so that we maintain a relationship conducive to instructional improvement; using a third point keeps the coaching temperature comfortable.

I realize that I’ve done this without really thinking about it during difficult conversations.  I’ve pointed something out on an observation sheet, saying, “Let’s see what I noticed.”  I’ve referenced teachers’ goals, recorded in my notebook.  I’ve shifted our attention to an anchor chart we were creating on the screen, or let a video do the talking when bringing up problematic segments of a lesson.  When I’ve done this, I have felt tension decrease. 

When a third point is involved, negative thoughts that arise can be directed toward the third point rather than toward the coach, and that is helpful.  When negative reactions are directed toward the coach, it makes it difficult to maintain the kind of relationship required for effective coaching.

Now that I have a label for this non-verbal communication tool, I know I’ll use it better.  My reminder for myself is: Look up when communicating positive information; shift to a third point when communicating information that might be received negatively.

Knowing this will help me plan in advance to have a third point handy.  Think about a difficult conversation that you’ve had recently.  Did you use a third point? If so, how did the conversation change when the third point was introduced? 

Adding a third point can change a difficult conversation for the better.  As I become more aware of my use of third points, I’m sure I’ll refine my ideas about using them.  I bet you will, too.  If you do, please add a comment so that we can learn together.

This week, you might want to take a look at:

A protocol for discussing topics with diverse perspectives (they are talking about assessment, but you could use this structure with any topic):

https://leadliteracy.com/articles/143

The engagometer – ask the students if they were engaged:

https://studysites.corwin.com/highimpactinstruction/videos/vp2.1.htm

Supporting metacognition and knowing when to abandon writing:

https://www.choiceliteracy.com/articles-detail-view.php?id=1175

Vocabulary instruction in science:

https://www.amnh.org/explore/curriculum-collections/integrating-literacy-strategies-into-science-instruction/vocabulary-instruction

What to do before asking students to self-assess:

http://assessmentinperspective.com/?p=3115

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Building Reflectors

Reflective teachers are better teachers.  Although reflection is important in any profession, teachers have a special need for reflection because they usually carry out their responsibilities in isolation from their colleagues.  Because they neither see nor are seen by peers as they teach, the best avenue for growth is self-reflection.

Reflection is about careful thought: conscious consideration of actions for the purpose of learning.  Reflecting gives the brain an opportunity to pause amidst the busy-ness, untangle and sort through observations and experiences, consider interpretations, and create meaning. This meaning can inform future decisions and actions. For teachers, this meaning-making is crucial for ongoing professional development.

For some, reflection comes naturally.  Others know the definition but don’t really understand the process.  Reflection requires slowing down and taking a mindset of curiosity.  It also means taking personal responsibility. The process can lead to valuable insights, but taking an honest look at the way a lesson (or day) played out can also lead to discomfort, vulnerability, and defensiveness.  Although reflection helps us see things that worked well, we have a tendency to let our thoughts gravitate to things that went less well.  That can be a problem if our attitude toward those weaknesses is defensiveness or blame-shifting. It’s also a problem if staring those weaknesses down blinds us to the strengths of a lesson. Recognizing what worked encourages us to continue using those effective strategies.  

So, sometimes teachers don’t reflect because they don’t know how, don’t like the process, or don’t like the results.  Another reason for neglecting reflection is lack of time.  Teachers have so many tangible things to get done that it’s difficult to spend time on a process where the results are less apparent.  The stack of papers gets shorter as you assign grades, but reflection has no immediate, visible effect.  The ROI (return on investment) on reflection isn’t instantaneous; however, the dividends of reflection are significant and ongoing.

Coaches can support teacher reflection in many ways.  The most common is by reflecting with the teacher, asking questions that inquire to broaden thinking or probe to consider specific data.  It’s also important to help teachers build the habit of self-reflection.  The questions coaches ask during conferences can become internalized, making reflection more automatic.  This indirect approach is helpful, but we can also support self-reflection through explicit conversations about it.  As you talk with teachers about self-reflection, you can help them address the challenges noted above.  Here are a few suggestions for encouraging reflection:

·         As you walk with teachers through the reflection process, describe the path you are following with them.  If you have a protocol you use to guide the process, share that protocol with teachers.  If you have specific questions you find productive, share a list of those questions.  This helps teachers recognize what reflection might include and gives them tools to support that process as it becomes internalized.

·         For teachers who take an Eeyore approach to reflecting (seeing the negative), celebrating the results of reflection as you work with them emphasizes the benefits.  Be explicit about pointing out the connections between reflection and results.  In addition, be sure that the tools you recommend for reflection provide a balanced view. 

·         Encourage teachers to select a reflection process that works for them.  Some teachers reflect through writing, some by talking it out with a trusted friend. Others find that making an audio recording on their phone so they can revisit it later is helpful. Some keep a notepad handy near their bed and reflect while drifting off or waking up.  You can reflect while walking, biking or standing; alone or with a partner.  No matter which approach is taken, it is helpful to have a way to capture the brilliant “ah-hah’s” that are sure to come!

·         If reflection isn’t a habit, urge a teacher to schedule time on her calendar for that process. Check back and ask how she’s doing at keeping her commitment to herself.  If she’s avoiding or skipping it, encourage her to reflect on that!

Reflection is time to be still, examine our thinking, and consider multiple perspectives.  For many teachers, lack of understanding, experience, or time can get in the way of reflection.  As coaches support this important process, they increase impact, boosting improvements in instruction.

This week, you might want to take a look at:

3 tips for successful PLC’s:

http://www.smartbrief.com/original/2017/10/when-plc-really-plc?utm_source=brief

Ideas for teaching literacy skills during the interrupted month of December:

https://www.choiceliteracy.com/articles-detail-view.php?id=1885

Changing the conversation about grades:

https://pernillesripp.com/2017/06/23/tools-for-changing-the-grading-conversation/

Play is making a come-back:

http://www.thegeniusofplay.org/genius/expert-advice/articles/the-best-way-to-engage-students-today-introduce-play-based-learning-into-your-school.aspx?utm_source=NAEYC+Mail&utm_campaign=b86005f8dd-EMAIL_CAMPAIGN_2017_06_05&utm_medium=email&utm_term=0_158d557abf-b86005f8dd-80084053#.WbBv702ovIV

Using Interactive reading guides in science:

https://www.amnh.org/explore/curriculum-collections/integrating-literacy-strategies-into-science-instruction/interactive-reading-guides

That’s it for this week.  Happy Coaching!

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Finding the "Why" for Change

“He who has a why to live for can bear almost any how.” - Friedrich Nietzsche

CHANGE is a big, scary word for most people. We know our routines and we are as comfortable in them as in our favorite jeans.  So when we are asked to change, that can make us uncomfortable.  And change is hard work. So how do we find the energy to move change forward?   Knowing our “why” can help fuel the change.

Several years ago, I was tasked with adopting new literacy materials for the elementary schools in my district.  More important than just updating old books, we had to have a purpose for spending hundreds of thousands of dollars on materials. We had to find out why.  So we created philosophy statements to guide our work and then searched for materials that aligned with them. Statements like:

The learner must be at the center of literacy instruction.

Literacy instruction equips students to construct meaning, think critically, form educated opinions, and make knowledgeable decisions.

Literacy learning must include a wide range of reading, writing, communication, and technology associated with life today and life in the future. 

Our philosophy statements helped frame our “why” for finding and using new resources.  We teach literacy because we want our students to think critically and make knowledgeable decisions. We teach literacy because we want our students to be have tools for effective communication.

Change in our 30 elementary schools was hard work. Many teachers hadn’t previously used small group instruction, but we were fueled by our philosophy that “Instruction should target students’ needs and be provided at their instructional level.”  When we hit a road block or a challenge, we worked through or around it; our philosophy statements gave us resilience.

So what is your why?  First think about your why as a coach (because there will certainly be days when you need to remind yourself why you are doing this hard work!).  To find your coaching why, ask yourself:

·         What is it about your job that inspires you? What are you passionate about? When you focus on what you are passionate about, your influence and impact increase.  What you do has to be congruent with what you care about.

·         What are your strengths? What talents and skills do you bring to the table.  This is your private reflection time, so don’t be modest.  Knowing what you are good at helps to focus your why.

·         How will you measure success?  Working toward the goals that matter most to you gives you purpose.  When we align the work we are doing (both baby steps and big ones) with the objectives we want to achieve, we lengthen our stride. We accept challenges that extend and inspire us.

Go ahead.  Take a moment to ponder your inspiration, your strengths, and your objectives. Then craft a power statement that is your why for coaching.  After you’ve lived this process for yourself, you can guide others through it, finding whys specific to an initiative you are leading or a goal for school improvement that your faculty has set.  Our whys ignite our passion, fuel our creativity, and give us the energy for the hard work we call CHANGE.

This week, you might want to take a look at:

Why students’ happiness matters:

http://www.edweek.org/tm/articles/2017/10/18/does-it-matter-whether-kids-like-school.html

More writing, less grading:

https://www.edutopia.org/article/assigning-more-writing-less-grading

How to make a hovercraft (and other inexpensive, do-it-yourself physics ideas):

http://video.edweek.org/detail/video/5604354778001/hovercrafts-and-other-physics-lessons?autoStart=true&cmp=eml-enl-vid-p2

Using books to teach social-emotional skills:

https://www.choiceliteracy.com/articles-detail-view.php?id=2255

Paraphrasing in science:

https://www.amnh.org/explore/curriculum-collections/integrating-literacy-strategies-into-science-instruction/paraphrasing

That’s it for this week.  Happy Coaching!

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